High School Block:

Reading Tutor 120

Reading Tutor 120 is offered to provide students the opportunity to develop skills and strategies for tutorship. By engaging in tutor-tutee relationships, students in the course are introduced to instructional practice and mentorship. Those enrolled in Reading Tutor 120 will learn to effectively tutor students who fit the criteria outlined in the Companion Document.  

For Educators: Reading Tutor 120 Companion Document

CONTEXTS AND CONCEPTS

Knowledge Building

  • developing an appetite for compelling research evidence
  • seeking answers to complex problems
  • gathering information to inform planning and organization
  • building a repertoire of professional and employable skills
Instructional Practice

  • convert knowledge into practice
  • collaborating with teachers and peers to create and target learning goals
  • using new and familiar strategies to target goals
  • adjusting methods as necessary
Reflection

  • summarizing and documenting evidence
  • asking questions of oneself and others
  • negotiating plans and constructing solutions
  • assessing efficacy of oneself and others
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GRADE 12

Strand: Leadership

Big Idea: Preparation and Implementation

Skill Descriptor: Research ethical responsibilities and policies pertaining to professional conduct

Global Competencies: ICE, CTPS

Achievement Indicators:

  • examine current policies
  • reflect on ethical considerations
  • determine how policies inform planning, interactions, and follow up with tutees

Skill Descriptor: Prepare for, plan, and execute instruction

Global Competencies: ICE, CTPS

Achievement Indicators:

  • research effective literacy practices relative to the learning needs of the tutee
  • design or select a template for organizing tutor-to-tutee interactions
  • create targeted programming
  • implement a program of instruction

Big Idea: Interactions

Skill Descriptor: Interact with sensitivity and respect

Global Competencies: CL, CM, SASM

Achievement Indicators:

  • engage in and facilitate positive interactions with tutee
  • cultivate an accepting and empathetic tutor-to-tutee relationship

Skill Descriptor: Communicate goals, progress, and next steps

Global Competencies: CL, CM

Achievement Indicators:

  • Give precise instructions and directions
  • Seek and provide clarification
  • Regularly communicate tutee progress (e.g., reading tutor teacher, tutee teacher, tutee, etc.)

Big Idea: Organization and Tracking

Skill Descriptor: Set, monitor, and adjust tutoring and learning goals

Global Competencies: CL, CM, ICE, SASM

Achievement Indicators:

  • identify and implement progress monitoring tools
  • identify next steps for instruction
  • collect and reflect on feedback (e.g., reading tutor teacher, tutee teacher, tutee, etc.)
  • collaborate with teacher(s) to adjust targeted programming as needed

Strand: Evidence-based Practices

Big Idea: Research

Skill Descriptor: Investigate research-based reading instruction

Global Competencies: ICE

Achievement Indicators:

  • summarize research-based recommendations for reading instruction
  • explain effective reading instruction strategies

Big Idea: Instructional Practice

Skill Descriptor: Identify practices targeting learning needs of tutee

Global Competencies: CTPS

Achievement Indicators:

  • determine which strategies to use when tutoring
  • select or create resources to support tutee needs (e.g., interest inventory)

Big Idea: Developing Reading Skills

Skill Descriptor: Apply research-based practices

Global Competencies: CL, ICE, SASM

Achievement Indicators:

  • use strategies targeting specific reading skills and tutee learning needs (e.g., phonological awareness, phonics, fluency, vocabulary, and/or reading comprehension)

Strand: Progress Monitoring

Big Idea: Research

Skill Descriptor: Investigate research-based assessment strategies

Global Competencies: ICE

Achievement Indicators:

  • define formative assessment
  • explain effective assessment strategies

Big Idea: Formative Assessment

Skill Descriptor: Identify formative assessment practices relevant to learning needs of tutee

Global Competencies: CTPS, ICE

Achievement Indicators:

  • determine which assessment strategies to use when tutoring
  • select assessment resources to support tutee needs
  • track observations in reflective journal after each session
  • Use assessment data to inform next steps

Big Idea: Reflection and Application

Skill Descriptor: Adapt instructional practice to meet tutee needs

Global Competencies: CL, CM, CTPS, SASM

Achievement Indicators:

  • co-construct learning goals with tutee
  • monitor progress regularly, using assessment resources
  • revisit learning goals with tutee, and adjust as needed
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